Impact of Mass on Distance

As part of our campus-wide STEM certification process, class observations have been occurring throughout the second semester.  The focus of our classroom visits is to collect data regarding domain I.  Indictors from this domain include maintaining a positive classroom environment where a growth mindset is fostered and students are willing to take risks.

Because our 8th graders had already taken their state math assessment, we, as an 8th grade team, welcomed our STEM leadership team into our classrooms!  Our current unit of study focused on solving equations with variables on both sides, so we wanted to do something that connected our math TEKS to science.  Knowing our students had prior experiences with speed and acceleration, we created a learning opportunity where students would gather data about various factors that affect the speed of a vehicle and the distance traveled.

Blendspace shared the day to activate prior knowledge

Hot Wheels & race tracks were gathered and the learning began for both our students and ourselves!  Our time together began with a Knows & Needs to Know chart, a strategy I learned about during PBL training.  Students read over their packets and determined what their group knew and what questions they still had  prior to beginning the investigations.  As we created a class chart, I was beyond impressed with how much prior knowledge our Falcons brought to this experience!

As students began to dive into our investigations, questions began to surface regarding what do we measure?  Why is this car going faster?  How do I read this triple beam balance?  Seeing their math and science worlds collide into one made the learning much more powerful!

Once our students (and teachers) became comfortable with the idea of not "doing" math how they have been doing it for years (imagine a classroom with rows and a teacher direct teaching), students were conversing and asking questions, explaining to each other their reasoning and most of all justifying their solutions to our investigable question:

"Does the mass of a car affect the distance it will roll beyond the ramp?"

As we moved throughout the day, my teaching partner and I modified the investigations based on the needs of our learners.  Such modifications included limiting the number of trials and having a blockade to limit the distance.  We loved that our students were owning their own learning and able to justify why they made the modifications they did and what impact it had on their data!

After our day of learning, I was exhausted.  Exhausted from loving every bit of our day in Room 27!  Learners were engaged and curious.  Their conversations and excitement reminded me why I love what I do and why I look forward to each day!